Volleyballs and training system

ABSTRACT

A volleyball training kit having a first volleyball, a second volleyball, and a third volleyball, each of the volleyballs being approximately the same diameter but having increasing weights. The kit also includes instructions describing a progression of use for the first volleyball, second volleyball, and third volleyball. In some embodiments, either the first volleyball has a weight of approximately 160 grams, the second volleyball has a weight of approximately 200 grams, and the third volleyball has a weight of approximately 240 grams, or the first volleyball has a weight of approximately 170 grams, the second volleyball has a weight of approximately 210 grams, and the third volleyball has a weight of approximately 250 grams. Also provided are single training volleyballs having different uses.

BACKGROUND OF THE INVENTION

The sport of volleyball was invented in 1895 by William G. Morgan. By some accounts, Morgan intended to offer an athletic game suitable for older participants which would be less physically demanding than basketball, which had been invented locally only a few years earlier. Mr. Morgan's game proved extremely popular and is still enjoyed, in only slightly adapted form, recreationally and competitively throughout the world.

Of importance to this disclosure is the ball which is used in the sport of volleyball. Conventional volleyballs have size and weight characteristics governed by FIVB, the Federation International de Volleyball. These characteristics are classified for three different volleyballs, a standard indoor volleyball, a youth indoor volleyball, and a beach volleyball.

The standard indoor volleyball is to have a circumference of 25.5-26.5 inches (diameter of between 8.12 inches and 8.44 inches) and a mass of 260-280 grams (9.2-9.9 ounces). Conventionally this volleyball has a true circumference of approximately 8.25 inches and a mass of 280 grams.

The youth indoor volleyball is to have a circumference of 25-26 inches (diameter of between 7.96 inches and 8.28 inches) and a mass of 260-280 grams (9.2-9.9 ounces). Although not fitting squarely within the FIVB guidelines, there are an abundance of conventional “youth” or “training” volleyballs with diameters of approximately 8.25 inches and weights as low as 170-227 grams (6-8 ounces).

Lastly, the beach volleyball is to have a circumference of 26-27 inches (diameter of between 8.28 inches and 8.59 inches) and a mass of 240-260 grams (8.5-9.2 ounces).

SUMMARY OF THE INVENTION

Despite the specification of a “youth” volleyball, and conventional volleyballs that are categorized as such, it is apparent to those who teach volleyball to school age children that the current “youth” or “training” volleyballs are simply deficient for teaching proper technique to those of limited skill, limited physical prowess, or who simply are not mature enough. This is also true of adults with limited skill or physical abilities.

When individuals initially struggle to learn the game there is an undesirable effect of turning them away from enjoying volleyball. This problem festers and it has been found that those individuals who are initially turned away tend not to return to the sport later in life.

In furtherance of Morgan's intentions, attempts are being made by way of the present invention to render volleyball a sport of inclusion rather than exclusion. It has been found that by utilizing a progression of same-size-progressive-weight volleyballs, preferably in 3-Steps, there is provided an environment through which volleyball can be taught to a wide variety of individuals of varying skill levels. This same-size-progressive-weight system provides a series of volleyballs where each volleyball in the set has the same diameter but increasing weights. When volleyball students are introduced and progressed through this system, their skills can mature into the ability to use a regulation competitive volleyball without being turned off to the sport. Alternatively, some players may not progress to the regulation competitive volleyball and may instead find a lifetime of competition using the final volleyball of the series of volleyballs described herein, as will be discussed.

It has also been found that proliferation of different size volleyballs creates a situation of inclusion for many participants. Specifically, for those that have no aspirations of playing competitively with an 8.25 inch diameter volleyball, there is provided a full array of larger balls, typically 10.3 inches in diameter, for enjoyment of the sport. In the past, those balls were only seen as training balls with a goal toward future transition to a smaller regulation competitive volleyball. But this transition has been found to be quite difficult as the smaller volleyball travels much faster and provides a greater “sting” on impact with an individual.

It has therefore been found advantageous, particularly for those with little to no aspiration of playing competitive volleyball, to permanently utilize volleyballs of diameters larger than those specified by the FIVB. These larger volleyballs would also advantageously be found in same-size-progressive-weights that one may use in succession as skills and physical strength increase.

In order to facilitate proper progression of volleyballs, a program has been developed upon which instructors may rely to provide volleyballs of the proper size and weight to the appropriate school age child. The program may be provided as instructions accompanying a set of volleyballs.

There are also provided herein various other volleyballs, including those used for specific training purposes, such as a spike or serve-assist volleyball, for beach volleyball purposes, or as the easiest to use training volleyball.

In accordance with the present invention, a volleyball training system may be provided. In one embodiment, a volleyball training kit comprises a first volleyball, a second volleyball, and a third volleyball, each of the volleyballs being approximately the same diameter but having increasing weights, the kit also includes instructions describing a progression of use for the first volleyball, second volleyball, and third volleyball.

The instructions may provide that a group of individuals progress from use of the first volleyball to the second volleyball upon expiration of a teaching unit, for example several weeks of learning, one semester of learning, or the like. While some students may be ready earlier to move to a more advanced volleyball, this progression ensures that most, if not all, students will be ready. During the next teaching unit the instructor may move the entire class to the next Step volleyball per the instructions. The instructions may also provide that if a certain percent of individuals in a particular class are ready to move to a heavier ball prior to the end of a teaching unit, the instructor may make the progression.

The instructions may provide that an instructor run two courts either side-by-side or in serial classes, one with an 8.25 inch diameter volleyball (Note that 8.25 inch diameter volleyballs are referred to herein. This is truly an approximate diameter and in practice may actually differ. For example, an 8.27 inch actual diameter volleyball is contemplated.) and the other with the larger 10.3 inch diameter volleyball. As such, those students with competitive aspirations or greater athleticism may opt to participate with the 8.25 inch diameter volleyball while others may opt for the 10.3 inch diameter volleyball. The instructions may also provide direction on when to move a particular individual between participation with the 8.25 inch diameter volleyball and 10.3 inch diameter volleyball, and vice versa.

The instructions may provide that a group of individuals progress from use of the first volleyball to the second volleyball when a certain percentage of the students become proficient in use of the first volleyball. Such instructions can be irrespective of timeframes. A typical percentage would be at least 80%, but may dip as low as 50% or less.

The kit may further comprise a fourth volleyball, a fifth volleyball, and a sixth volleyball, each of the fourth volleyball, fifth volleyball, and sixth volleyball being approximately the same diameter, which is a different diameter than the first volleyball, second volleyball, and third volleyball, and being of increasing weights. If so provided, the instructions may further describe a progression of use for the fourth volleyball, fifth volleyball, and sixth volleyball.

The instructions may further provide recommendations on choosing use of either the first volleyball, second volleyball, and third volleyballs, or the fourth volleyball, fifth volleyball, and sixth volleyballs. Such recommendations may be based on a player's abilities and/or desires of future competition.

Either the first volleyball may have a weight of approximately 180 grams, the second volleyball may have a weight of approximately 220 grams, and the third volleyball may have a weight of approximately 260 grams, or the first volleyball may have a weight of approximately 190 grams, the second volleyball may have a weight of approximately 230 grams, and the third volleyball may have a weight of approximately 270 grams. Preferably, in the first instance the volleyballs are 8.25 inch diameter volleyballs and in the second instance the volleyballs are 10.3 inch diameter volleyballs.

The instructions may specifically provide that the first, second, and third volleyballs be used for beach volleyball.

Either the first volleyball may have a weight of approximately 160 grams, the second volleyball may have a weight of approximately 200 grams, and the third volleyball has may have a weight of approximately 240 grams, or the first volleyball may have a weight of approximately 170 grams, the second volleyball may have a weight of approximately 210 grams, and the third volleyball may have a weight of approximately 250 grams. In this case, the instructions may specifically provide that the first, second, and third volleyballs be used by those individuals with competitive aspirations.

In accordance with another embodiment of the invention, an instruction program for providing instruction on progressive use of first, second, and third training volleyballs, where the volleyballs each have approximately the same diameter but increasing weights, may be provided. The instruction program may provide that a group of individuals should progress from use of the first volleyball to use of the second volleyball upon completion of a predetermined time period, for example a first teaching unit and from the second volleyball to the third volleyball upon completion of a predetermined time period, for example a second teaching unit. Other time periods could be measured in days or weeks. The instructions may further provide that the group of individuals should not progress from the first volleyball to the second volleyball if a certain percentage of the students have not become proficient in use of the first volleyball. The instructions may also provide for use of first, second, and third volleyballs of one diameter and first, second, and third volleyballs of a second diameter.

In accordance with a further embodiment of the present invention, a training volleyball having a diameter of approximately 11.5 inches and a weight of approximately 210 grams is provided.

The training volleyball may be particularly suited for those who have difficulties using a 10.3 inch diameter volleyball.

In yet another embodiment of the present invention, a training volleyball is provided, where the training volleyball has a diameter of approximately 8.25 inches and a weight of either approximately 300 grams or approximately 310 grams. The training volleyball may be particularly suited for beach volleyball or for practicing an indoor spike.

In accordance with a further embodiment of the present invention, a training volleyball has a strike target depicted thereon. The strike target may be a bull's eye depicted through the center of the volleyball such that a direct strike upon the bull's eye will impart a flat strike with little to no ball rotation. The training volleyball may include directional arrows emblazoned thereon, the directional arrows indicating a preferred spin direction of the volleyball when struck for a topspin serve.

BRIEF DESCRIPTION OF THE DRAWINGS

FIG. 1 depicts a volleyball training kit having three volleyballs and instructions in accordance with certain aspects of the present invention;

FIG. 2 depicts a volleyball training kit having six volleyballs and instructions in accordance with other aspects of the present invention;

FIG. 3 depicts a volleyball training kit having three volleyballs and instructions in accordance with further aspects of the present invention;

FIG. 4 depicts a volleyball training kit having six volleyballs with instructions in accordance with additional aspect of the present invention;

FIG. 5 depicts a training volleyball adaptable to multiple embodiments;

FIG. 6A depicts a training volleyball specifically for serve training; and,

FIG. 6B depicts an exploded view of the training volleyball of FIG. 6B.

DETAILED DESCRIPTION

In describing the embodiments illustrated in the drawings, specific terminology will be used for the sake of clarity. However, the invention is not intended to be limited to the specific terms so selected, and it is to be understood that each specific term includes all technical equivalents that operate in a similar manner to accomplish a similar purpose.

As alluded to above, it would be beneficial to create an atmosphere where individuals of all ages and skill levels may participate in the sport of volleyball by using reduced weight volleyballs, each of the same diameter, in series with the recognition that the participant can grow into the regulation competitive sized volleyball during their career. Alternatively, the final weight volleyball in the series may be used as a competitive volleyball for the lifetime of users.

It would also be beneficial to provide a separate path for those with little or no aspiration of playing competitive volleyball. This alternate path also utilizes same-size-progressive-weight volleyballs, but uses volleyballs of a larger diameter.

The above is based largely on the premise—found to be true—that regulation competitive volleyballs are difficult for beginners of all ages and physical abilities to use. This has to do with the overall size and weight of the volleyball, the travel speeds it is capable of, and the often painful impact these volleyballs inflict upon receipt of a struck volleyball. By maturing through a series of volleyballs, one can gradually build to a skill level where they find the regulation size competitive volleyball not only manageable, but enjoyable.

In accordance with a first embodiment of the present invention depicted in FIG. 1, a volleyball training kit 100 is provided. The kit 100 comprises three (or more) volleyballs, a Step-1 volleyball 102, a Step-2 volleyball 104, and a Step-3 volleyball 106. Also provided in the kit 100 is a set of instructions 108.

The volleyballs 102, 104, 106 are preferably of equal diameter. Indeed, when using a 3-Step same-size-progressive-weight series of volleyballs, the seamless transition of the skills learned on a Step-1 volleyball 102 to a Step-2 volleyball 104, and from a Step-2 volleyball to a Step-3 volleyball 106, takes place only when the volleyballs are of the same nominal diameter (note that when used here, “the same diameter” includes diameters that are nominally the same even if manufacturing tolerances or measuring accuracy dictate otherwise). Examples of diameters include approximately 8.25 inches and approximately 10.3 inches.

There are six defined reasons the same-size-progressive-weight volleyball principal is most important between Step-1 and Step-2. It is for these same six reasons that too many participants will fail to successfully transition the skills they learned and the enjoyment they experienced using a large diameter conventional “training” volleyball, for example a 10.3 inch diameter volleyball, when they move to a smaller and heavier volleyball such as a 8.25 inch diameter volleyball as is presently taught.

As a result, they become discouraged and begin finding reasons to avoid playing volleyball altogether. The larger diameter volleyballs featured here, and in particular the 10.3 inch diameter volleyballs, offer 25% larger size and 88% greater shock absorption over their smaller counterparts. Continuing with these size balls through various weights, and foregoing the smaller 8.25 inch diameter volleyball altogether, makes volleyball a true sport of lifetime inclusion for individuals with no competitive aspirations.

It is noted here that the shock absorption of volleyballs is calculated as a factor of the percent increase in air between the balls. Indeed, it may better be understood as an “increase of shock absorbing air” calculated on the percent increase in volume. The volumes and percent increases of the volleyballs are approximately as follows:

8.5 inch diameter volleyball—321.36 cubic inches.

10.3 inch diameter volleyball—606.1 cubic inches or 88% more shock absorbing air than the 8.5 inch diameter volleyball.

11.5 inch diameter volleyball—796.33 cubic inches or 148% more shock absorbing air than an 8.25 inch diameter volleyball and 31.4% more shock absorbing air than a 10.3 inch diameter volleyball.

The six reasons when a transition from a larger volleyball, for example a 10.3 inch diameter volleyball (typically 180-190 grams), to a smaller and heavier volleyball, for example a regulation 8.25 inch (260-280 grams) volleyball, is difficult are as follows:

1. Players must adjust to up to 100 grams of additional weight.

2. Being 28% heavier in weight, 20% smaller in diameter, and having approximately 47% less shock absorption makes the smaller volleyball more painful to hit or be hit by.

3. Hitting the smaller volleyball with greater force results in it travelling at a greater speed. The combination of its higher speed and 20% smaller size makes it harder for receiving players to eye-track.

4. To successfully serve, bump, dig, set and spike the 20% smaller volleyball, players must relearn volleyball-contact locations.

5. Until they learn the advanced flat or topspin serves taught by advanced coaches, players must successfully find the right serving force for the 28% heavier, 20% smaller, and 47% less shock absorbent volleyball. If hit with too little force the serve will go into the net. If hit with too much or uncontrolled force the volleyball will go out of bounds.

6. There is no current unification of weights for larger “training” volleyballs of approximately 10.3 inches in diameter. Rather, players must compensate between balls of approximately 180 grams and some that weigh more than 240 grams.

The volleyball system provided herein defines two paths of teaching. A first path uses conventionally sized volleyballs of approximately 8.25 inches in diameter. The second path utilizes larger diameter volleyballs, preferably 10.3 inches in diameter. The first path of teaching is for those individuals who have aspirations of competing in volleyball as adults, or for those students who are mature enough to utilize a 8.25 inch diameter volleyball. For those that seek volleyball as a recreational activity or hobby, the default volleyball is the 10.3 inch diameter volleyball. This is explained in the instructions 108 provided as part of the kit 100 in accordance with some aspects of the present invention.

In each of the paths, participants need only adjust to one variable in each step. This creates an atmosphere where participants can handle the steps readily. Moreover, there are only two steps of approximately 40 grams each from the first strike of a ball to a competition ball. Adjustment to these added weights is quick and generally without objection.

As discussed above, the volleyballs 102, 104, 106 in each series are not of equal weights. Preferably, the weights vary from volleyball 102 to volleyball 104 between Step-1 and Step-2 and from volleyball 104 to volleyball 106 between Step-2 and Step-3. To maximize cumulative development skills, the weights should vary in both a meaningful and consistent manner.

In the case of the 8.25 inch diameter series, it has been found that a 40 gram increase in weight is the optimal differentiation between volleyball 102 and volleyball 104 and again between volleyball 104 and volleyball 106. Thus, working backward from the conventional weight of 280 grams, the Step-3 vollyball 106 preferably has a weight of 240 grams. The next in line volleyball, the Step-2 volleyball 104, would preferably have a weight of 200 grams. Lastly, the initial volleyball, or Step-1 volleyball in the 8.25 inch diameter series, would be approximately 160 grams.

Thus, an individual learning volleyball with a competitive sized 8.25 inch diameter volleyball would initially start with a 160 gram volleyball, 102. They would then move on to a 200 gram volleyball 104. Lastly, they would progress to a 240 gram volleyball. This would represent the final “training” volleyball and the next step would be straight to a competitive regulation 8.25 inch diameter 280 gram volleyball.

It is also possible that the final Step-3 volleyball will be used as a competitive volleyball and users will not move to the 280 gram volleyball. Indeed, this 240 gram volleyball is envisioned to be the future of volleyball competition. There are several reasons for this.

First, having reached the skill level to handle the 240 gram volleyball, more players than ever will be able to remain involved in the sport for their lifetimes. With more players available from which to choose, tournament level coaches will have a greater pool of talent than ever before, which will enable them to field better teams. For players that do primarily use the 240 gram ball, only a small adjustment is needed if a particular tournament uses a 260 gram (20 gram increase) or 280 gram (40 gram increase) volleyball. These increases represent very manageable 8% and 17% increases.

Notably, each of the volleyballs in the series is the same diameter but progress upward equally in weight. By progressing in equal weight increments, for example 40 grams, the progressions become less noticeable. This is because a 40 gram increase is a proportionally greater increase when moving from a 160 gram volleyball to a 200 gram volleyball (25% weight increase) than from moving from a 200 gram volleyball to a 240 gram volleyball (20% weight increase). Likewise, moving from a 240 gram volleyball to a competition 280 gram volleyball is even less of a proportional increase (17% increase). If the competition volleyball is 270 grams, then the increase is even less again (13% increase). Thus, the progressions become somewhat easier and more natural. This progression aides in one's ability to mature into the regulation size volleyball. This is also the reason why, as stated above, the step between Step-1 and Step-2 is most critical and often most difficult. It is noted herein that while the 40 gram increase has been found preferably, increases may be in any reasonable range keeping in mind the end goal weight of the volleyballs. Practical ranges, however, are approximately 20 grams to 60 grams.

In certain embodiments of the present invention, the kit 100 will explain this progression theory and how an instructor may adapt it for use with a number of students in a set of instructions 108 provided with the kit 100. Clearly, being a group sport, it would be impossible for an instructor to move one participant to another Step without moving the entire set of students as only one volleyball is used in a game. Therefore, it has been found best to keep the entire set of students learning volleyball using a particular Step volleyball for an entire teaching unit, typically one school semester or one school year. While some students may be ready earlier to move to a more advanced volleyball, this progression ensures that most, if not all, students will be ready. During the next teaching unit the instructor may move the entire class to the next Step volleyball.

Preferably, an instructor will run two courts either side-by-side or in serial classes, one with an 8.25 inch diameter volleyball and the other with the larger 10.3 inch diameter volleyball. As such, those students with competitive aspirations or greater athleticism may opt to participate with the 8.25 inch diameter volleyball while others may opt for the 10.3 inch diameter volleyball.

The weights of volleyballs in the 10.3 inch diameter series also optimally rely on a 40 gram increase in weight between Steps, although other ranges as discussed above are possible. Here, the initial Step-1 volleyball is approximately 170 grams, the Step-2 volleyball is approximately 210 grams, and the Step-3 volleyball is approximately 250 grams. As there is no official competition weight volleyball to move to in the 10.3 inch diameter series, the Step-3 volleyball is the last step and players may remain with that volleyball throughout their careers.

It will therefore be appreciated that FIG. 1 depicts alternate embodiments of the present invention. In the first embodiment, there is provided three 8.25 diameter volleyballs 102, 104, 106. Volleyball 102 is approximately 160 grams, volleyball 104 is approximately 200 grams, and volleyball 106 is approximately 240 grams. Also provided are instructions 108 for advancing through the set of volleyballs 102, 104, 106.

In a second embodiment, there is provided three 10.3 inch diameter volleyballs 102, 104, 106. Volleyball 102 in this embodiment is approximately 170 grams, volleyball 104 is approximately 210 grams, and volleyball 106 is approximately 250 grams. Also provided are instructions 108 for advancing through the set of volleyballs 102, 104, 106.

FIG. 2 depicts an alternate embodiment of the present invention comprising a volleyball training kit 200. In this embodiment, there are provided a total of six volleyballs 202, 204, 206, 208, 210, 212 and one set of instructions 214. Essentially, this kit 200 combines the 8.25 inch diameter volleyballs discussed above with respect to FIG. 1 with the 10.3 inch diameter volleyballs also discussed with respect to FIG. 1. As such, volleyballs 202, 204, 206 are all 8.25 inch in diameter with weights starting at 160 grams and progressing to 200 grams and finally to 240 grams. Likewise, volleyballs 208, 210, and 212 are all 10.3 inches in diameter with weights starting at 170 grams and progressing to 210 grams and finally to 250 grams. Included with the kit 200 is a single set of instructions 214 detailing which size volleyball set (202, 204, 206 versus 208, 210, 212) is appropriate for which type of student as well as detailing considerations involved with advancing through the various weights.

FIG. 3 depicts a volleyball training kit 300 particularly suited for beach volleyball. This training kit 300 follows in line with the previously discussed kits and uses the same-size-progressive-weight approach to training. However, to account for the outdoor experience, including consideration of prevailing wind speeds on the beach, the volleyballs are slightly heavier than their indoor counterparts. As such, in one embodiment there is provided three 8.25 diameter volleyballs 302, 304, 306. Volleyball 302 is approximately 180 grams, volleyball 304 is approximately 220 grams, and volleyball 306 is approximately 260 grams. Also provided are instructions 308 for advancing through the set of volleyballs 302, 304, 306.

In a second embodiment of FIG. 3, there is provided three 10.3 inch diameter volleyballs 302, 304, 306. Volleyball 302 in this embodiment is approximately 190 grams, volleyball 304 is approximately 230 grams, and volleyball 306 is approximately 270 grams. Also provided are instructions 308 for advancing through the set of volleyballs 302, 304, 306.

FIG. 4 depicts a further embodiment of the present invention comprising a volleyball training kit 400. In this embodiment, there are provided a total of six volleyballs 402, 404, 406, 408, 410, 412 and one set of instructions 414. Essentially, this kit 400 combines the 8.25 inch diameter volleyballs discussed above with respect to FIG. 3 with the 10.3 inch diameter volleyballs alternatively discussed with respect to FIG. 3. As such, volleyballs 402, 404, 406 are all 8.25 inch in diameter with weights starting at 180 grams and progressing to 220 grams and finally to 260 grams. Likewise, volleyballs 408, 410, and 412 are all 10.3 inches in diameter with weights starting at 190 grams and progressing to 230 grams and finally to 270 grams. Included with the kit 400 is a single set of instructions 414 detailing which size volleyball set (402, 404, 406 versus 408, 410, 412) is appropriate for which type of student as well as detailing considerations involved with advancing through the various weights.

FIG. 5 depicts a training volleyball 500. For some students, it has been found that utilizing an even larger volleyball specifically for training is beneficial. Thus, volleyball 500 is preferably 11.5 inches in diameter and approximately 210 grams. While this diameter is only 1.2 inches larger than the 10.3 inch diameter volleyballs discussed previously, it provides 39% more shock-absorption than the 10.3 inch diameter volleyball and 161% more than the 8.25 inch diameter volleyball, thus aiding in the inclusion of even more participants who have difficulties using the 10.3 inch diameter volleyball.

In an alternative embodiment of FIG. 5, there is provided a training volleyball 500 specifically adapted for indoor spike training. This volleyball 500 is preferably 8.25 inches in diameter as it is considered an advanced volleyball for competitive training, particularly during pre-game warm-ups. It has a weight of approximately 310 grams. The added weight provides the need for a player to strike the volleyball 500 in practice with a larger force than would normally be required in spiking situations. This added force becomes a “learned” muscle response and when the player transitions back to the regulation weight competitive volleyball, they are used to striking a ball with the added force and this increases the speed at which the regulation weight competitive volleyball will travel upon being spiked.

Finally, in still a further embodiment of FIG. 5, there is provided a volleyball specifically suited to the often shorter and wider beach volleyball courts. This volleyball is a 8.25 inch diameter volleyball weighing approximately 300 grams.

Lastly, as shown in FIG. 6A there is provided a volleyball 600 specifically tailored for serve training. The volleyball 600 teaches the flat and topspin serves used conventionally. This volleyball is preferably 8.25 inches in diameter and 280 grams, matching the competitive regulation volleyball. In order to aide as a practice volleyball for the flat serve, where the ball preferably does not spin as it “knuckles” over the net with little to no rotation, the volleyball 600 is configured with a strike target 602. In the embodiment shown, the strike target 602 is configured as a series of concentric circles in the form of a bull's eye, but it may be configured to other configurations. The target is depicted directly through the center of the volleyball 600 (the center being the point from which all sphere radiuses emanate) such that when a player strikes the target 602 directly, the volleyball will travel with little to no rotation and the target will be remain clearly viewable by the server. Preferably, the target 602 will be formed from a color that will stand out from the remainder of the volleyball, such as a high optic yellow.

Volleyball 600 is also configured with arrows 604 to aide in teaching other serves, such as the topspin serve, where the volleyball spins in a downward forward direction relative to its direction of travel. It is well known that such a serve will enable the ball to quickly descend once it travels over the net due to the interaction of its spinning with the air. To impart such a spin, the volleyball must be struck off-center and toward the upper portion 606 of the target 602. Arrows 604 emblazoned on the volleyball 600 will spin in their oriented direction upon such a strike, which is the preferred spin direction, thus giving the user visual indication of a proper serve. For other serve types the arrows 604 may be canted from the previously mentioned orientation to the desired spin rotation angle.

An exploded view of volleyball 600 of FIG. 6A is shown in FIG. 6B.

In terms of materials of construction for the volleyballs, it will be appreciated that the volleyballs will generally be configured from an outer skin portion and an inner bladder portion, as is conventional. Moreover, the outer skin portion may be configured from leather, synthetic leather, various plastics and polymers such as vinyl. The inner bladder portion may be configured from natural or synthetic rubber, latex, or the like.

Another way to consider and differentiate the volleyballs disclosed here is by looking at the surface area available to strike. The formula for the surface area of a sphere is 4πr̂2, or four times the area of a circle. In terms of surface area, the following can be gleaned.

8.25 inch diameter volleyball—213.82 square inches.

10.3 inch diameter volleyball—333.29 square inches, or 55% more surface area to strike than an 8.5 inch diameter volleyball.

11.3 inch diameter volleyball—415.48 square inches, or 94% more surface area to strike than an 8.5 inch diameter volleyball and 25% more surface area to strike than a 10.3 inch diameter volleyball.

Although the invention herein has been described with reference to particular embodiments, it is to be understood that these embodiments are merely illustrative of the principles and applications of the present invention. It is therefore to be understood that numerous modifications may be made to the illustrative embodiments and that other arrangements may be devised without departing from the spirit and scope of the present invention. 

1. A volleyball training kit comprising: a first volleyball, a second volleyball, and a third volleyball, each of said volleyballs being approximately the same diameter but having increasing weights; instructions describing a progression of use for said first volleyball, second volleyball, and third volleyball.
 2. The kit of claim 1, wherein said instructions provide that a group of individuals should progress from use of the first volleyball to the second volleyball upon expiration of a teaching unit.
 3. The kit of claim 1, wherein said instructions provide that a group of individuals should progress from use of the first volleyball to the second volleyball when a certain percentage of the students become proficient in use of the first volleyball.
 4. The kit of claim 1, further comprising a fourth volleyball, a fifth volleyball, and a sixth volleyball, each of said fourth volleyball, fifth volleyball, and sixth volleyball being approximately the same diameter, which is a different diameter than said first volleyball, second volleyball, and third volleyball, and being of increasing weights; wherein said instructions further describe a progression of use for said fourth volleyball, fifth volleyball, and sixth volleyball.
 5. The kit of claim 4, wherein said instructions further provide recommendations on choosing use of either said first volleyball, second volleyball, and third volleyballs, or said fourth volleyball, fifth volleyball, and sixth volleyballs.
 6. The kit of claim 1, wherein either said first volleyball has a weight of approximately 180 grams, said second volleyball has a weight of approximately 220 grams, and said third volleyball has a weight of approximately 260 grams, or said first volleyball has a weight of approximately 190 grams, said second volleyball has a weight of approximately 230 grams, and said third volleyball has a weight of approximately 270 grams.
 7. The kit of claim 6, wherein said instructions specifically provide that said first volleyball, said second volleyball, and said third volleyball be used for beach volleyball.
 8. The kit of claim 1, wherein either said first volleyball has a weight of approximately 160 grams, said second volleyball has a weight of approximately 200 grams, and said third volleyball has a weight of approximately 240 grams, or said first volleyball has a weight of approximately 170 grams, said second volleyball has weight of approximately 210 grams, and said third volleyball has a weight of approximately 250 grams.
 9. The kit of claim 8, where said instructions specifically provide that said first volleyball, said second volleyball, and said third volleyball be used by those individuals with competitive aspirations.
 10. An instruction program for providing instruction on progressive use of first, second, and third training volleyballs, the volleyballs each having approximately the same diameter but increasing weights, wherein said instruction program provides that a group of individuals should progress from use of the first volleyball to use of the second volleyball upon completion of a predetermined time period and from the second volleyball to the third volleyball upon completion of a second predetermined time period.
 11. The instruction program of claim 10, wherein said predetermined time period is a first teaching unit and said second predetermined time period is a second teaching unit.
 12. The instruction program of claim 11, wherein said instructions further provide that the group of individuals should not progress from the first volleyball to the second volleyball if a certain percentage of the students have not become proficient in use of the first volleyball.
 13. The instruction program of claim 11, further providing instructions for use of first, second, and third volleyballs of one diameter and first, second, and third volleyballs of a second diameter.
 14. A training volleyball, said training volleyball having a diameter of approximately 11.5 inches and a weight of approximately 210 grams.
 15. The training volleyball of claim 14, wherein said training volleyball is particularly suited for those who have difficulties using a 10.3 inch diameter volleyball.
 16. A training volleyball, said training volleyball having a strike target depicted thereon through the center of the volleyball such that a direct strike upon the strike target will impart a flat serve with little to no ball rotation.
 17. The training volleyball of claim 16, wherein said strike target is a bull's eye.
 18. The training volleyball of claim 16, further comprising directional arrows emblazoned thereon, said directional arrows indicating a preferred spin direction of the volleyball when struck for a topspin serve. 